The Effects of Video Game Making within Science Content on Student Computational Thinking Skills and Performance

Autor/inn/en	Garneli, Varvara; Chorianopoulos, Konstantinos
Titel	The Effects of Video Game Making within Science Content on Student Computational Thinking Skills and Performance
Quelle	In: Interactive Technology and Smart Education, 16 (2019) 4, S.301-318 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-5659
DOI	10.1108/ITSE-11-2018-0097
Schlagwörter	Computation; Thinking Skills; Science Instruction; Scientific Concepts; Nontraditional Education; Teaching Methods; Video Games; Science Curriculum; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Denkfähigkeit; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Non-traditional education; Alternative Erziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Video game; Videospiel; Videospiele; Unterrichtserfolg
Abstract	Purpose: This study aims to explore the effects of an alternative learning environment, such as the video game making (VGM) within science content, on computational thinking (CT) skills development and student performance. Design/methodology/approach: A didactic intervention was performed for five weeks. Two student groups were taught the same computational concepts in two ways. One group was taught by constructing a video game within science content to practice science and computing curriculum while the other group constructed appropriately designed projects to practice only the computing curriculum. Additionally, the students constructed a pretest project before the beginning of the intervention and a post-test project after its end. Results were based on quantitative and qualitative code analysis and interviews from the students. Findings: VGM within science content resulted in projects with more CT skills and also supported students to effectively apply their acquired coding skills, after the end of the intervention. Practical implications: The results of this study suggest an interdisciplinary environment, such as the VGM within science content, which can effectively support CT skills development and computing curriculum. Originality/value: Although VGM has been successfully applied to teach science content, this study explored the potential influence of this learning environment on CT skills development and coding fluency. Such interdisciplinary educational environments could be applied in the typical school settings to promote a plethora of skills and academic contents. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01